Search Results (37)

Despite extensive research on early childhood education (ECE) quality at the preschool level, toddler settings remain comparatively understudied, particularly in Chile and Latin America. Research suggests that quality ECE strengthens child development, while low-quality services can be harmful. ECE quality comprises structural features like ratios and classroom resources, and process features related to interactions within classrooms. This study examines how process and structural quality indicators are related in nurseries serving disadvantaged backgrounds. Data were collected from 51 Chilean urban classrooms serving children aged 12–24 months. Classrooms were evaluated using the Classroom Assessment Scoring System (CLASS) for toddlers, questionnaires, and checklists. Latent Profile Analysis identified process quality patterns, while multinomial regression examined associations with structural quality indicators. The results revealed low-to-moderate process quality across classrooms (M = 4.78 for Emotional and Behavioral Support; M = 2.35 for Engaged Support for Learning), with three distinct quality clusters emerging. Marginally significant differences were found between high- and low-performing clusters regarding classroom space (p = 0.06), number of toys (p = 0.08), and staff educational credentials (p = 0.01–0.07). No significant differences emerged for group sizes or adult-to-child ratios, which are heavily regulated in Chile. These findings underscore the need to strengthen quality assurance mechanisms ensuring all children access quality ECE. Full article

Background: Cardiovascular fitness has been proposed as a key factor influencing executive functioning and academic performance during childhood and adolescence. However, the extent and consistency of this relationship remain unclear across diverse populations and educational contexts. This systematic review aimed to evaluate whether cardiovascular fitness, particularly measured through VO₂max, is consistently associated with improvements in executive function and academic performance among students from early childhood to adolescence. Methods: A systematic search of PubMed, Web of Science, SPORTDiscus, and ProQuest Central was conducted up to 15 November 2022. Studies were included if they examined correlations between VO₂max and cognitive or academic outcomes in students from preschool to high school. Methodological quality was assessed using the MINORS checklist. Results: Out of 271 identified studies, 12 met all inclusion criteria. Evidence suggests that higher VO₂max is generally associated with improved executive function domains such as attention, working memory, and inhibitory control, as well as academic performance indicators including mathematics and reading scores. Neurophysiological studies also indicate links between cardiovascular fitness and brain structure/function. However, the strength and specificity of these associations vary across studies due to methodological differences, limited sample diversity, and inconsistent control for confounders. Conclusions: Cardiovascular fitness appears to have a positive, albeit complex, relationship with cognitive function and academic performance in youth. Future research should adopt longitudinal and experimental designs to clarify causal pathways and consider moderating factors such as sex, age, and psychosocial variables. Full article

Background/Objectives: Traditional nutrition education can increase children’s exposure to healthy foods, but preschool teachers face barriers such as limited time and competing priorities (e.g., kindergarten readiness). Integrating nutrition into other learning domains (e.g., science) has been identified as a potential solution. However, teachers need more professional development. We developed the More PEAS Please! program to support preschool teachers’ integration of food-based learning (FBL) and science, seeking to improve children’s science learning, language development, and dietary quality. Methods: In this pilot study, we used a mixed-methods process evaluation to assess the program in five Head Start centers (n = 23 classrooms) across three rural North Carolina counties. We collected teacher data via surveys and interviews. Results: A total of 24 teachers participated in the full intervention by attending a one-day workshop, completing at least one of four core learning modules, and implementing 16 food-based science learning activities in their classrooms. Teachers were Black/African American (81.1%) and 43.56 (11.89) years old. Teachers reported varying engagement levels and high satisfaction with the program, sharing increased confidence in FBL and science integration. However, barriers such as time, technology, and the coronavirus disease (COVID-19) limited full participation. Conclusions: Our findings suggest that the program is feasible and well received in Head Start settings and has promising impacts on classroom teaching practices. The findings will guide revisions to the PEAS program. Future research evaluating the revised program using a comparison group will be explored. Full article

Preschool teachers’ self-efficacy is essential to improve their professional development and the quality of early childhood education. This study adapted and validated the Scale for Chinese Preschool Teachers’ Self-Efficacy (SCPTSE) based on the Ohio State Teacher Efficacy Scale (OSTES), in accordance with Bandura’s Social Cognitive Theory. Following a rigorous four-stage cross-cultural adaptation procedure, the 21-item SCPTSE was administered to 882 in-service preschool teachers from Zhejiang, Henan, and Shaanxi provinces in China (M age = 30.41, SD = 6.05). Both CTT and IRT frameworks were employed to evaluate the scale’s psychometric properties. Under CTT, the SCPTSE demonstrated high internal consistency (α = 0.980), and CFA supported a robust three-factor structure—instructional strategies, classroom management, and child engagement—with excellent model fit (RMSEA = 0.079; SRMR = 0.025; CFI = 0.953; TLI = 0.947; NFI = 0.945; IFI = 0.953; PNFI = 0.837; PGFI = 0.700). Under IRT, all three sub-scales demonstrated strong unidimensionality (H_IS = 0.812, H_CM = 0.800, H_CE = 0.818), the SCPTSE’ items demonstrate excellent discrimination capabilities(all a > 1.70), overall reasonable difficulty(b₁ < b₂ < b₃ < b₄), and balanced information distribution. Nevertheless, the relatively low-difficulty design (e.g., b₁) indicates room for improvement. Notably, cultural adaptation efforts ensured the scale’s contextual relevance to China’s preschool education system. The SCPTSE thus offers a valid, reliable, and culturally responsive tool for assessing self-efficacy of Chinese in-service preschool teachers and holds promise for informing targeted professional development and comparative international research. Full article

Pediatric food allergies (FAs) are health conditions that adversely impact the quality of life of children and their caregivers. Aim: The primary objective of the present study was to assess the quality of the diets administered to allergic children based on the Healthy Diet Index (HID-10), to determine the influence of parental knowledge about FAs and the elimination diet, and to identify the factors that contribute to healthy food choices. Material and Methods: This study was conducted as part of the “Living with an Allergy” research and educational program for preschool children, which was implemented between June 2021 and June 2023 in the city of Lublin. Results: Food allergies were diagnosed and confirmed in 241 children, including 106 boys (44%). A higher number of unhealthy dietary factors (DQI-1) was significantly associated with gender, and lower DQI values were more often noted in boys (p < 0.05). In turn, a higher number of health-promoting dietary factors (DQI-3) was significantly associated with a younger age in children (OR 1.54; 95%CI 1.17–1.74, p < 0.01) and with an older age in parents (OR 1.43; 95%CI 1.2–1.67, p < 0.05). Conclusions: Children whose diets, including the necessary modifications, were recommended by a physician or a dietitian were characterized by significantly higher DQI values and a higher number of health-promoting dietary factors. The diets of children with FAs should consist mainly of unprocessed foods to control the intake of unhealthy products that suppress immunity. Full article

Background/Objectives: A healthy diet in early childhood has been shown to be one of the essential mainstays for the development of children. Few studies have been conducted on preschool canteens, despite the fact that they play a crucial role. Our study aimed to assess the dietary and nutritional quality of the menus served in Spanish Defense Ministry preschool education centers (1–3 years old) and to ascertain their compliance with dietary and nutritional recommendations. We also evaluated the influence of the canteen management model. Methods: Our cross-sectional observational study was carried out on the 448 menus offered in the 25 centers (operating under two management models: direct and contracted) of the Spanish Ministry of Defense during a school year all across the Spanish territory. Results: Under the contracted management model, the frequency of rice was low, as well as that of salads, eggs, fish, and fruit. The rotation within the fish group did not comply with recommendations, showing a shortage of oily fish. The menus’ energy values were correct, but the energy profile in the contracted management menus was higher than recommended in protein and fat while being lower in carbohydrates. The lipid profile was adequate. Values were high in cholesterol, simple sugars, fiber, vitamin K, selenium, potassium, and sodium; they were deficient in omega-3 fatty acids, vitamin D, iodine, and zinc. Conclusions: These results could help to establish special references or limits for the Spanish preschool population. Full article

Background/Objectives: In recent years, there has been a significant increase in studies examining motor learning during preschool age and the early years of primary school. This study aimed to investigate sex differences in gross motor competence among Italian children aged 3–11 years. Methods: A convenience sample of 8500 children (mean age = 8.37 years, SD = 1.98; 50% female) was included in this cross-sectional study. Gross motor skills were assessed using the Italian version of the Test of Gross Motor Development–3, which evaluates locomotion and ball control skills. A Linear Mixed Model was applied to examine the interaction between sex and age, with school included as a random intercept and BMI as a covariate. Results: The results revealed a consistent trend of boys achieving significantly higher total scores for global motor competence (p < 0.001) across all age groups, except at age 11. Boys also demonstrated superior performance in ball control skills (p < 0.005) at all ages. In contrast, no significant differences were observed for locomotion skills overall. However, girls outperform boys in locomotor skills at ages 6, 7, and 8 (p < 0.001), with this trend disappearing by age 9. Conclusions: These findings highlight important sex-related differences in gross motor development during childhood, influenced by both biological and environmental factors. The results underscore the need for targeted interventions in educational settings to provide equitable opportunities for motor skill development, particularly for girls. Enhancing the quality of physical education and addressing gender disparities can support the acquisition of essential motor skills and promote lifelong physical activity. Full article

Background/Objectives: Our understanding of the transdiagnostic factors that influence health-related quality of life (HRQOL) in individuals with neurodivergent conditions is very sparse and highly siloed by diagnosis labels. Research on transdiagnostic predictors of HRQOL across neurodevelopmental conditions is needed to enable care models that address shared needs of neurodivergent individuals beyond diagnostic boundaries. Our objective was to identify transdiagnostic factors associated with HRQOL in children with autism, epilepsy, or comorbid autism/epilepsy. Methods: This cross-sectional study included 37 autistic and/or epileptic children (mean age = 9.2; SD = 3.9; boys = 28). Parents provided sociodemographic information and completed the following measures: Social Communication Questionnaire (measure of severity of autistic symptoms); Parenting Stress Index, Fourth Edition; Pediatric Quality of Life Inventory; and the Behavioral Assessment System for Children, Third Edition. Child intellectual functioning was measured using age-appropriate scales: the Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition: Canadian or the Wechsler Intelligence Scale for Children-Fifth Edition: Canadian. Results: Higher autistic symptom severity (OR = 0.851 95% CI: 0.732–0.988, p = 0.034) and parenting stress (OR = 0.687 95% CI: 0.493–0.959, p = 0.027) were associated with poorer HRQOL. Full Scale IQ and adaptive skills showed trend level associations with HRQOL. Sociodemographic factors including maternal education, child sex, and child age as well as child diagnosis were not associated with HRQOL. Conclusions: In this transdiagnostic sample of children, autism symptom severity and parenting stress were shared predictors of HRQOL. Interventions targeting child autistic symptoms and parents’ levels of stress could result in improved HRQOL in neurodivergent populations. Full article

Meals served to children should not only satisfy hunger and taste preferences but also be nutritionally adequate. Nutrition in early childhood is critical, as children spend a significant portion of their day in kindergarten or preschool, making these settings key contributors to their overall dietary intake. With the rising prevalence of nutrition-related health conditions among children, early interventions are essential for developing and establishing lifelong healthy eating habits. This study assessed the nutritional value and quality of children’s diets in two distinct settings: kindergartens in Wroclaw, Poland, and preschools in Sydney, Australia, evaluating their alignment with the planetary health diet. The research analysed 10-day menu cycles from five kindergartens in Wroclaw and the contents of lunchboxes from five preschools in Sydney’s Upper North Shore area. A total of 100 menus were reviewed in Poland, while 100 children’s lunchboxes were assessed in Australia. Different analytical methods were employed: the Diet 6D software program for the Polish menus and the Food Consumption Score for the Australian lunchboxes. Both methods revealed dietary imbalances, such as excessive intake of protein, vitamin A, salt, and sugar, alongside deficiencies in calcium, vitamin C, and vitamin D. The study concluded that children’s diets should adhere to nutritional guidelines, meeting both Polish and Australian standards, and align with the principles of the planetary health diet. To achieve this, nutritional education is essential for kindergarten staff in Poland, while targeted educational interventions are needed for parents and children in both Poland and Australia, promoting health and environmental sustainability through better nutrition. Full article

All children, including emergent multilingual learners (EMLs), are primed to engage with science from an early age. Yet preschool educators traditionally have not been offered in-depth professional learning (PL) in science, how to teach it effectively to young EMLs, and how to communicate its importance to families. This quasi-experimental study investigated a partnership model designed to engage early educators, children’s families, informal science educators, and STEM role models at an informal science learning environment (ISLE)in collaboratively supporting high-quality science experiences for young EML children at school, at home, and in the community. The study examined the effects of a multi-faceted PL program on educators’ beliefs and attitudes toward science and their classroom instructional practices. Caregivers were surveyed and interviewed to assess their beliefs and attitudes around early science learning. Results indicated that educators in the treatment condition gained confidence in supporting science with EMLs and showed significant increases in instructional quality relative to comparison classrooms. Caregivers rated themselves as more confident in supporting science with their children. Promoting partnerships between preschools and ISLEs can be an effective way to power up educators’ and families’ capacities to activate young EMLs’ science inquiry, learning, and language development across multiple contexts. Full article

In line with United Nations Sustainable Development Goal (SDG) 4.2, South Africa’s National Development Plan commits to providing high-quality early childhood education to all children by 2030 to drive improved child outcomes. Prior to 2016, South Africa lacked reliable, locally standardised, valid, and cross-culturally fair assessment tools for measuring preschool quality and child outcomes, suitable for use at scale within a resource-constrained context. In this paper we detail the development and evolution of a suite of early learning measurement (ELOM) tools designed to address this measurement gap. The development process included reviews of literature and other relevant assessment tools; a review of local curriculum standards and expected child outcomes; extensive consultation with government officials, child development experts, and early learning practitioners, iterative user testing; and assessment of linguistic, cultural, functional, and metric equivalence across all 11 official South African languages. To support use of the ELOM tools at scale, and by users with varying levels of research expertise, administration is digitised and embedded within an end-to-end data value chain. ELOM data collected since 2016 quantify the striking socio-economic gradient in early childhood development in South Africa, demonstrate the relationship between physical stunting, socio-emotional functioning and learning outcomes, and provide evidence of the positive impact of high-quality early learning programmes on preschool child outcomes. To promote secondary analyses, data from multiple studies are regularly collated into a shared dataset, which is made open access via an online data portal. We describe the services and support that make up the ELOM data value chain, noting several key challenges and enablers of data-driven change within this context. These include deep technical expertise within a multidisciplinary and collaborative team, patient and flexible capital from mission-aligned investors, a fit-for-purpose institutional home, the appropriate use of technology, a user-centred approach to development and testing, sensitivity to children’s diverse linguistic and socio-economic circumstances, careful consideration of requirements for scale, appropriate training and support for a non-professional assessor base, and a commitment to ongoing learning and continuous enhancement. Practical examples are provided of ways in which the ELOM tools and data are used for programme monitoring and enhancement purposes, to evaluate the relative effectiveness of early learning interventions, to motivate for greater budget and inform more effective resource allocation, to support the development of enabling Government systems, and to track progress towards the attainment of national and global development goals. We share lessons learnt during the development of the tools and discuss the factors that have driven their uptake in South Africa. Full article

Dental caries in the preschool population presents a significant challenge in the field of global public health, including Ecuador. Early detection of this disease is crucial for developing effective strategies for prevention and promotion of oral health, which can have a substantial impact on the quality of life of preschool-aged children. This study evaluated 600 children aged 3 to 5 years attending preschool education centers using the ICDAS II diagnostic criteria. The Student’s t-test was used to analyze differences between the means of two independent groups. Additionally, an analysis of variance (ANOVA) was conducted to assess differences between the means of three or more groups. The prevalence of caries was 87%, with a dft index of 3.85 in the three provinces studied. A high treatment need was observed in 84.17% of the population. No significant differences in the DFT index were found based on gender, although both groups exhibited elevated values. No significant differences were observed in relation to province and environment. The second molar was the most affected tooth, with a caries prevalence of 58.8%. Despite the lack of significant differences among the evaluated variables, a high prevalence and experience of dental caries were found in the studied population. Full article

The pedagogical use of AR for language learning in early childhood education is focusing attention on the didactic potential that these resources present at such early ages. The aim of this study was to develop and assess the “Wordtastic Kids” Application (APP) in order to: (a) design, produce, and evaluate a new contextualized AR application for learning English in early childhood education; and (b) know the academic performance of early childhood education students towards learning English using an AR application. The methodology was based on the design of materials and the subsequent realization of the pre-test/post-test evaluation to determine the academic performance of the students. The results show a general increase in the scores obtained in all the pre-test and post-test categories that were addressed using the Wordtastic Kids Application, which proves to be a tool that improves the learning of English vocabulary in pre-school children. Therefore, it can be concluded that AR can be useful for complementing traditional vocabulary learning in children. However, it is important to note that the successful implementation of AR will depend on several factors, such as adequate teacher preparation, the quality of AR content, and the ability of children to interact with technology effectively. Full article

Aim: This study aims to assess the prevalence of dental fluorosis and its association with dental caries, oral health behaviors, oral-health-related quality of life and parents’ perceptions among preschool children in the 3–5-year-old preschool children living in the Belagavi district of Karnataka, a non-endemic fluorosis region. Methods: A descriptive cross-sectional questionnaire-based study was conducted among 1200 individuals of the preschool population from 48 government-sponsored child-care development centers in Belagavi, Karnataka, over a three-month period. They were examined following the Dean’s fluorosis index (1942) and dmft (decayed, missed, and filled) scores of the participants were also recorded. Parents’ perception of oral health was assessed using the self-administered Early Childhood Oral Health Impact Scale (ECOHIS). SPSS software (version 20) was used for statistical analysis. Chi-square test computed categorical data. One-way ANOVA test was used for multiple group comparisons. p < 0.05 was considered statistically significant. Results: Of the 1200 children examined, 10 (0.83%) children exhibited dental fluorosis. Of the 10 children having fluorosis, six had fluorosis present on two or more of their primary teeth, and four had fluorosis on four or more teeth. The mean dmft score was 3.01 ± 1.38 to 3.60 ± 1.72 in 3–5-year-old children, respectively, with statistical significance difference (p < 0.001). The mean score of oral health-related quality of life was 10.74 ± 2.06, which was significantly correlated to the child’s age and parents’ education level (p < 0.05). Conclusion: The study shows a negligible amount of prevalence of dental fluorosis in the non-endemic fluorosis residential district. It also elucidates that children from lower and lower-middle socioeconomic status are more prone to suffer from dental fluorosis as compared to other groups. The mean score of ECOHIS increased proportionally with the caries experience, indicating a significant relationship between the dmft and ECOHIS score. Deciduous dentition fluorosis is often neglected, especially in areas that are not considered endemic for fluorosis and with only optimum fluoride levels in their groundwater, which supports the disease’s nature as multi-factorial and shows that a broader perspective is of prime importance to assess, diagnose, and prevent dental fluorosis among the preschoolers, thereby appraising their overall health and hygiene status. Full article

Many studies have demonstrated that music has many benefits for children’s physical and mental development. However, many preschool educators have scant preparation for or a lack of experience in aesthetic education. The purpose of this study is to explore preschool educators’ perceptions of and reflections on aesthetic education training. We conducted a survey associated with three aspects: “aesthetics appreciation”, “aesthetics implementation”, and “aesthetics evaluation”. The results of the study show the majority of participants agreed that (1) musical participation would strengthen participants’ attitudes toward aesthetic appreciation through proper aesthetic training programs and (2) musical engagement would benefit young children by enhancing their aesthetic experiences. The attitudes toward aesthetic implementation for young children were more favorable among the middle-aged and experienced participants; (3) musical activities are also a good way to improve young children’s aesthetic abilities, which helps to create an aesthetic atmosphere in educational practice. These results indicate that it is vital for preschool educators to receive the appropriate training in aesthetics and continuous assessment to provide high-quality early education to young children. Full article